STUDENT GROWTH OBJECTIVES

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Objectives for Today

• Understand how to use what you know about the CCSS and PARCC to create Student Growth Objectives (SGOs) that improve student achievement.

• Understand the process for developing SGOs that are meaningful and that meet the requirements of TEACH NJ.

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What is a Student Growth Objective?

SMART SGOs must be SGOs require a teacher to

S Specific Specific Identify who will learn how much about what by when

M Measurable Measurable Use prior learning data and/or pre-assessments and post-assessments

A Achievable Ambitious & Achievable

Set a target for growth based on baseline data and teaching context

R Results-Oriented

Relevant Align SGOs to content standards

T Time-bound Time-bound Establish a timeframe for the learning (from when to when)

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What are the requirements for SGOs?

• All teachers who receive an SGP score must set 1 SGO.

• Teachers who do not receive an SGP score must set 2 SGOs.

• A teacher develops SGOs in consultation with the principal.

• SGOs must be aligned to NJCCCS or CCSS and measure student achievement and/or growth between two points in time.

• SGOs must be specific and measurable and based upon students’ prior learning data (when available).

• A teacher’s final SGO rating is determined by the principal.

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Types of SGOs

• General SGOs are broad in scope. They include a significant proportion of the curriculum and key standards, and all, or a significant number of students.

• Specific SGOs focus on a particular subgroup of students, or specific content or skill.

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Grade: Subject Number of Students Interval of Instruction

9 Physics 1 65 Full year Semester Other ________

Name of Assessment Department-developed Physics 1 assessment SGO Type General Specific

Rationale for Student Growth Objective (Please include content standards and explanation of assessment method.) This SGO includes all of my students and key physical science standards and practices: NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D Physics 1 assessment – Written: 40 multiple choice (4 choice), 5 constructed response questions, Practical: students design an apparatus to test an assigned concept and write a report of findings. Student Growth Objective

At least 70% (45/65) of my students will attain a score of 80% or above on the end of course test.

Baseline Data (Use what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was %.

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Scoring Plan

Objective Attainment Based on Percent and Number of Students Achieving Target Score

Target Score

Exceptional (4)

Full (3) Partial (2) Insufficient (1)

80% 85% or greater of students (56 or more)

70%-84% of students (45-55)

55%-69% of students (36-44)

0-54% of students (35 or fewer)

Approval of Student Growth Objective

Teacher _________________ Signature_______________ Evaluator ________________ Signature _______________

Date Submitted_______________ Date Approved _______________

Results of Student Growth Objective (State how many students met the final assessment target)

Score _______ Date _______

Teacher __________________________

Evaluator __________________

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5 Steps of the SGO Process

Pre-Planning: Determine what you want students to know /be able to do. Step 1 Choose or develop a quality assessment aligned to NJCCCS or CCSS. Step 2 Determine students’ starting points. Step 3 Set ambitious and achievable SGOs with the approval of the principal. Step 4 Track progress, refine instruction. Step 5 Review results and score in consultation with your principal/supervisor. Some detail on each of these steps can be found in the SGO Quick Start Guide

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Evidence-Based Design (Apply the PARCC process!)

Claims

Design begins with the inferences (claims) we want to make about students

Evidence

In order to support claims, we must gather evidence

Tasks

Tasks are designed to elicit specific evidence from students in support of claims

1. Determine Claims – standards-based, critical student performances 2. Identify Evidence – what students might say or do to demonstrate mastery 3. Design Tasks – assessments or assignments that will yield the needed evidence

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September By Nov. 15* By Feb. 15 By end of school year

TEACHERS

The SGO Process Timeline

Teachers, supervisors meet to discuss and

set SGO w/ principal’s approval

Adjustments to SGOs can be

made with approval

*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.

Step 1: Choose or develop a quality

assessment aligned to state standards

Step 2: Determine

students’ starting points

Step 3: Set ambitious and

feasible student growth objectives

Step 4: Track progress, refine instruction

Step 5: Review results and score

Teachers, supervisors meet to discuss SGOs and other measures

Recommended steps for setting a good SGO

Official SGO process in regulations

STUDENT GROWTH OBJECTIVES

KEY

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What do you want students to know?

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What do you want students to be able to do?

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Types of Assessments

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Traditional Assessments Portfolio Assessments Performance Assessment • Teacher-created,

school, departmental assessments (e.g. quarterly exams, benchmark exams)

• Research papers

• Teaching Strategies Gold® (pre-K, K) • Writing and reflection samples (LAL) • Laboratory research notebook

(sciences) • Portfolio of student work (visual and

performing arts, etc.) • Project-based assessments (all

subjects)

• Lab Practicum (sciences) • Sight reading (music) • Dramatic performance

(drama) • Skills demonstration

(physical education) • Persuasive speech (public

speaking)

Sources for assessments: Use existing assessments Develop new assessments Modify existing assessments Purchase new assessments

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Assessment Quality Alignment to Standards

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Assessment Quality Depth of Knowledge

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Assessment Quality Variety and Validity

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Create or select a rubric/scoring system

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Determine Students’ Starting Points

Source of Performance Data to Determine Students’ Starting Points

Examples and Notes

Results from beginning-of-course diagnostic tests or performance tasks

Department-generated pre-assessment

Results from prior-year tests that assess knowledge and skills that are pre-requisites for the current grade

Prior year end-of-course assessments or portfolio results

Results from tests in other subjects including teacher- or school-generated tests and state tests (tests must have assessed pre-requisite knowledge and skills)

Prior NJASK scores may be used to establish baseline data but not to set SGOs.

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Consider Multiple Sources of Data

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Student Portfolio Score (June 2013)

Pre-Assessment (Sep 2013)

Preparedness Group

1 89 76 High

2 68 43 Low

3 78 54 Medium

4 86 66 Medium

A 9th-grade ELA teacher has two sets of data readily available: a department-wide pre-assessment based on the key competencies for grade 9 and grade 8 portfolio scores.

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Step 3 – Set Growth Objectives

Attainment of Student Growth Objective

Exceptional 4

Full 3

Partial 2

Insufficient 1

Teacher has demonstrated an exceptional impact on learning by exceeding the objective.

Teacher has demonstrated a considerable impact on learning by meeting the objective.

Teacher has demonstrated some impact on learning but did not meet the objective.

Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.

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Establish a Scoring Guide

Target Score Attainment Level in Meeting Student Growth Objective

80% or Higher on Final

Assessment

Exceptional 4

Full 3

Partial 2

Insufficient 1

Percent of Students

Meeting Target

Greater than

84%

70-84%

55-69%

Less than 55%

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Grade: Subject Number of Students Interval of Instruction

9 Physics 1 65 Full year Semester Other ________

Name of Assessment Department-developed Physics 1 assessment SGO Type General Specific

Rationale for Student Growth Objective (Please include content standards and explanation of assessment method.) This SGO covers all of my students and key physical science standards and practices: NJCCCS physical science 5.2.12 D-E NJCCCS science practices 5.1.12 A-D Physics 1 assessment – Written: 40 multiple choice (4 choice), 5 constructed response questions, Practical: students design an apparatus to test an assigned concept and write a report of findings. Student Growth Objective

At least 70% (45/65) of my students will attain a score of 80% or above on the end of course test.

Baseline Data (Use what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Grade 8 math scores, grade 8 science scores, scores on department-developed Physics 1 pre-assessment. A summary of this data is attached. Average score on the physics pre-assessment was %.

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Scoring Plan

Objective Attainment Based on Percent and Number of Students Achieving Target Score

Target Score

Exceptional (4)

Full (3) Partial (2) Insufficient (1)

80% 85% or greater of students (56 or more)

70%-84% of students (45-55)

55%-69% of students (36-44)

0-54% of students (35 or fewer)

Approval of Student Growth Objective

Teacher _________________ Signature_______________ Evaluator ________________ Signature _______________

Date Submitted_______________ Date Approved _______________

Results of Student Growth Objective (State how many students met the final assessment target)

Score _______ Date _______

Teacher __________________________

Evaluator __________________

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Thinking Through SGO Development

By ____________ (date), I want ______________ (which students) to know _____________ and/or be able to _____________.

• What evidence to I need?

– What might students say or do to demonstrate mastery of these outcomes?

• How will I elicit this evidence?

– What kinds of tasks or assessment items will demonstrate this learning?

• How will I score the tasks or assessments?

– What kind of rubric or scoring criteria will I use to determine performance levels?

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Thinking Through SGO Development

• Where are the students now?

– What tasks, assessments or data sources can be used to determine my baseline (students’ current proficiency levels)?

• Where do I want to students to be?

– What is a reasonable and ambitions target for students to achieve?

• How will I measure and monitor students’ progress?

– What interim tasks and assessments will elicit evidence of concept/skill development throughout the instructional period?

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Full Circle Ending: Think, Pair, Share

How can we use what we know about the CCSS, PARCC and SGOs

to improve student achievement?